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Different Types of Assessments - Coggle Diagram
Different Types of Assessments
Formative vs summative assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:
Draw a concept map in class to represent their understanding of a topic
Submit one or two sentences identifying the main point of a lecture
Turn in a research proposal for early feedback
Useful link:
https://www.azed.gov/sites/default/files/2017/01/56%20Different%20Examples%20of%20Formative%20Assessment.pdf?id=5887e207aadebe16205a25dd
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments often have high stakes and are treated by the students as the priority over formative assessments.
Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:
A midterm exam
A final project
A paper
A senior recital
Useful link:
https://www.formpl.us/blog/summative-assessment
Useful link:
https://www.prodigygame.com/in-en/blog/summative-assessment/
Assessment of, as, and for learning
Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning.
Encourages students to take responsibility for their own learning
Requires students to ask questions about their learning
Involves teachers and students creating learning goals to encourage growth and development
Provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning
Encourages peer assessment, self-assessment and reflection.
Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at defined key points during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking purposes depends on the validity, reliability and weighting placed on any one task. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.
Is used to plan future learning goals and pathways for students
Provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups
Provides a transparent interpretation across all audiences.
The approach or approaches used will be informed by:
The evidence of student learning to be gathered
The processes for gathering the evidence
The feedback to be provided to students.
Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
Reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark
Involves formal and informal assessment activities as part of learning and to inform the planning of future learning
Includes clear goals for the learning activity
Provides effective feedback that motivates the learner and can lead to improvement
Reflects a belief that all students can improve
Encourages self-assessment and peer assessment as part of the regular classroom routines
Involves teachers, students and parents reflecting on evidence
Is inclusive of all learners.
Useful link:
https://www.harapnuik.org/?p=8475
Diagnostic assessment
Diagnostic assessment is a form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student difficulties and to guide lesson and curriculum planning.
A diagnostic assessment refers to an assignment written at the beginning and end of a course. Post-course assessments can be compared with pre-course assessments and can show students’ potential improvement in certain areas. These assessments allow the instructor to adjust the curriculum to meet the needs of current—and future—students.
Benefits of Diagnostic Assessment
It allows teachers to plan meaningful and efficient instruction. When a teacher knows exactly what students know or don't know about a topic, we can focus lessons on the topics students still need to learn about rather than what they already know.
It provides information to individualize instruction. It may show a teacher that a small group of students needs additional instruction on a particular portion of a unit or course of study.
it creates a baseline for assessing future learning. It shows both the teacher and the students what is known before instruction has occurred. Thus, it sets a baseline on a topic.
Useful link:
https://study.com/academy/lesson/what-is-diagnostic-assessment-definition-examples.html
Performance assessment
A performance assessment involves applying and showing skills and knowledge through various performance tasks. The purpose of a performance assessment is to improve the student learning experience and evaluate the effectiveness of lesson plans. These assessments measure how well a student can apply the knowledge they've learned, not if they can recall the knowledge.
Restricted performance:
Write a 1-page report
Give a one-minute speech
Read aloud a brief poem
Construct a graph from a data set
Extended performance:
Design and conduct experiment
Design a wood product
Write a short story
Paint a picture
Repair a motor
Useful link:
https://www.indeed.com/career-advice/career-development/performance-assessment
Strengths of Performance Assessment
Can evaluate complex learning outcomes and skills
Provides more natural, direct and complete evaluation of some skills
Greater motivation for students
Relates to real life skills
Limitations of Performance Assessment
Requires time and effort
Judgment and scoring are subjective and burdensome
Scoring is typically unreliable
Evaluation must be done individually
By: Nikola, Vennie and Tommy